Plans for Monday, October 21, 2013
By: Roni Tarver
Principles of Agriculture, Food, and Natural Resources
Learning Standards:
[Integrated] participate in youth leadership opportunities to create a well-rounded-experience program in agriculture.[2D]
Procedures:
Students will recite the first 3 paragraphs of The FFA Creed for a test grade.
Accommodations/Modifications/Extensions:
Notes/Reflections:
Equine Science
Learning Standards:
[Integrated] demonstrate methods of handling horses safely.[3B]
Procedures:
Discuss the Powerpoints "Weanlings" and "Training the Foals". Allow students time to answer questions regarding discussion on the worksheet.
Accommodations/Modifications/Extensions:
Notes/Reflections:
Advanced Animal Science
Learning Standards:
[Integrated] identify and compare the external anatomy of a variety of livestock species.[8A]
Procedures:
Students will label the different external parts of livestock. They will label the dairy cow and pig.
See Link for Handouts: http://www.cteonline.org/portal/default/Curriculum/Viewer/Curriculum?action=2&cmobjid=177885&view=viewer&refcmobjid=177881
Accommodations/Modifications/Extensions:
Notes/Reflections:
Advanced Animal Science BLOCK
Learning Standards:
[Integrated] identify and compare the external anatomy of a variety of livestock species.[8A]
Procedures:
Students will test over livestock anatomy.
Use Link for Test: http://www.cteonline.org/portal/default/Curriculum/Viewer/Curriculum?action=2&cmobjid=177885&view=viewer&refcmobjid=177881
Accommodations/Modifications/Extensions:
Notes/Reflections:
Plans for Tuesday, October 22, 2013
By: Roni Tarver
Principles of Agriculture, Food, and Natural Resources
Procedures:
Follow attached lesson plan.
Accommodations/Modifications/Extensions:
Notes/Reflections:
Equine Science
Learning Standards:
[Integrated] demonstrate methods of handling horses safely.[3B]
Procedures:
Discuss the Powerpoints "Yearlings", "Lungelines" and "Two Year Olds". Allow students time to answer questions regarding discussion on the worksheet.
Accommodations/Modifications/Extensions:
Notes/Reflections:
Advanced Animal Science
Learning Standards:
[Integrated] identify and compare the external anatomy of a variety of livestock species.[8A]
Procedures:
Students will label the different external parts of livestock. They will label the sheep and the steer.
See Link for Handouts: http://www.cteonline.org/portal/default/Curriculum/Viewer/Curriculum?action=2&cmobjid=177885&view=viewer&refcmobjid=177881
Accommodations/Modifications/Extensions:
Notes/Reflections:
Advanced Animal Science BLOCK
Learning Standards:
[Integrated] describe the structures and functions of the digestive system of ruminant and non-ruminant animals, including poultry and cattle.[9A]
Procedures:
Students will watch "Ruminant Digestive System: A Closer Look" on iCEV and complete the fill-in-the-blank worksheet that accompanies the video.
Accommodations/Modifications/Extensions:
Notes/Reflections:
Plans for Wednesday, October 23, 2013
By: Roni Tarver
Principles of Agriculture, Food, and Natural Resources
Procedures:
Follow attached lesson plan.
Accommodations/Modifications/Extensions:
Notes/Reflections:
Equine Science
Learning Standards:
[Integrated] demonstrate methods of handling horses safely.[3B]
Procedures:
Follow attached project plan.
Accommodations/Modifications/Extensions:
Notes/Reflections:
Advanced Animal Science
Learning Standards:
[Integrated] identify and compare the external anatomy of a variety of livestock species.[8A]
Procedures:
"Raps are talk songs. They are not sung; they are spoken. They have a very heavy beat and a lot of rhyme. To write your own rap, begin with a topic. You have to know enough about your topic to rap about it."
For this activity, students may work alone or with a partner. You will create a rap about animal parts. Most raps rhyme in couplets, which means lines rhyme two at a time. Lines one and two rhyme with each other; but not with the other lines. Lines three and four rhyme with each other but not with other lines, and so on. The two lines that rhyme together are a couplet."
Students should begin their lyrics with a line that has a strong beat or rhythm. "Rhyme the next line with the first. Try to repeat the same rhythm in the second line, too. Then begin a new rhyme with the third line. The fourth line should rhyme with the third line. Keep repeating this rhyming pattern. The beat can be different in different lines. Some lines can be short, and some can be long. You may want to have a refrain in your lyrics. A refrain is a group of lines that remains the same and is repeated throughout the song." (Offer an example.)
"There can be NO double meaning words or grossness in the rap. You must say it to a beat with your partner. You can also put dance moves with it while you are saying it. You can use background music. Today we partner up (you can also solo by yourself) to write the rap. When finisheded, you will perform it and turn in your lyrics."
Accommodations/Modifications/Extensions:
Notes/Reflections:
Advanced Animal Science BLOCK
Learning Standards:
[Integrated] describe the structures and functions of the digestive system of ruminant and non-ruminant animals, including poultry and cattle.[9A]
Procedures:
Discuss the digestive systems in livestock using the attached powerpoint and worksheets.
Accommodations/Modifications/Extensions:
Notes/Reflections:
Plans for Thursday, October 24, 2013
By: Roni Tarver
Principles of Agriculture, Food, and Natural Resources
Procedures:
Follow attached lesson plan.
Accommodations/Modifications/Extensions:
Notes/Reflections:
Equine Science
Learning Standards:
[Integrated] demonstrate methods of handling horses safely.[3B]
Procedures:
Review for test over growth and development.
Accommodations/Modifications/Extensions:
Notes/Reflections:
Advanced Animal Science
Learning Standards:
[Integrated] identify and compare the external anatomy of a variety of livestock species.[8A]
Procedures:
"Raps are talk songs. They are not sung; they are spoken. They have a very heavy beat and a lot of rhyme. To write your own rap, begin with a topic. You have to know enough about your topic to rap about it."
For this activity, students may work alone or with a partner. You will create a rap about animal parts. Most raps rhyme in couplets, which means lines rhyme two at a time. Lines one and two rhyme with each other; but not with the other lines. Lines three and four rhyme with each other but not with other lines, and so on. The two lines that rhyme together are a couplet."
Students should begin their lyrics with a line that has a strong beat or rhythm. "Rhyme the next line with the first. Try to repeat the same rhythm in the second line, too. Then begin a new rhyme with the third line. The fourth line should rhyme with the third line. Keep repeating this rhyming pattern. The beat can be different in different lines. Some lines can be short, and some can be long. You may want to have a refrain in your lyrics. A refrain is a group of lines that remains the same and is repeated throughout the song." (Offer an example.)
"There can be NO double meaning words or grossness in the rap. You must say it to a beat with your partner. You can also put dance moves with it while you are saying it. You can use background music. Today we partner up (you can also solo by yourself) to write the rap. When finisheded, you will perform it and turn in your lyrics."
Accommodations/Modifications/Extensions:
Notes/Reflections:
Advanced Animal Science BLOCK
Learning Standards:
[Integrated] describe the structures and functions of the digestive system of ruminant and non-ruminant animals, including poultry and cattle.[9A]
Procedures:
Discuss the digestive systems in livestock using the attached powerpoint and worksheets.
Accommodations/Modifications/Extensions:
Notes/Reflections:
Plans for Friday, October 25, 2013
By: Roni Tarver
Principles of Agriculture, Food, and Natural Resources
Procedures:
Follow attached lesson plan.
Accommodations/Modifications/Extensions:
Notes/Reflections:
Equine Science
Learning Standards:
[Integrated] demonstrate methods of handling horses safely.[3B]
Procedures:
Test over growth and development.
Accommodations/Modifications/Extensions:
Notes/Reflections:
Advanced Animal Science
Learning Standards:
[Integrated] identify and compare the external anatomy of a variety of livestock species.[8A]
Procedures:
Students will review for Animal Parts test by playing the "Body Parts" game. Students will move around the room, and when I call out animal body parts, they have to put together the human body part that corresponds with the animal part. The last pairs to match up are eliminated.
Journal Entries if time allows.
Accommodations/Modifications/Extensions:
Notes/Reflections:
Advanced Animal Science BLOCK
Learning Standards:
[Integrated] describe the structures and functions of the digestive system of ruminant and non-ruminant animals, including poultry and cattle.[9A]
Procedures:
Students will review for test and complete a Ruminant Digestion System Graphic Organizer.
Accommodations/Modifications/Extensions:
Notes/Reflections: